Diverse Learners Take Home Final Exam Name _Liza Sosnowski__________________________________
Differentiated Instruction Guide Grade Level & Content Area _Kindergarten/Language arts _______________
Instructions for Completing IRIS Star Legacy Module
Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students
As the Diverse Learners course draws to a conclusion, contemplate what you have learned about differentiated instruction to meet the learning needs of ALL of your students. Utilizing the numerous multimedia resources shared and your class roll, you will complete the guide below and devise a plan for differentiation for one subject area (mathematics, language arts, science or social studies) in your classroom.
To accomplish the goal, review the entire IRIS module on differentiated instruction by completing the guide below. The module highlights one middle school’s journey as they transformed their programs to better meet the needs of all of their students. As you explore the module, pay attention to critical steps that were taken to successfully develop a model differentiated instruction program. Ideas from the module and other course resources should be used to assist you as you develop your plan.
NOTE: There are two parts to the assignment. First, you will react to the module. Then, you will apply ideas for your class and the content area (mathematics, language arts, science or social studies) you have selected. The exam is to be completed individually without collaboration with your classmates. Upload your work to OAKS and your inclusion guide by Tuesday, May 3, 2011. Hard copy is not required. (You may change the background color to white or to a color you prefer. )
Steps to Complete:
- Follow link to IRIS website - http://iris.peabody.vanderbilt.edu/udl/chalcycle.htm
- READ—“How to Use a Module”—Link is on right side of homepage
- BEGIN with the “Challenge.” Either view the video or read the transcript.
- GO TO the “Thoughts” section. In the space below, jot down your initial reactions to the following questions.
- How can teachers at Sycamore Middle School meet the educational needs of all of their students?
b. To meet the needs of the widest range of students, what should teachers consider when planning their instruction?
| a) The teachers at Sycamore Middle school should implement a plan of instruction in which the needs of all students are met in the general education classroom. In order to do this, they need to work collaboratively to come up with a plan on how to include ALL of their students in the instructional gen. ed. program. The curriculum, instructional materials they use, and the methods and strategies they use for instruction need to be appropriate for the education of all students. By using differentiated instructional practices, these teachers will be able to efficiently instruct all of the students in a gen. ed. classroom through the process of Inclusion. According to Salend, “inclusion is a philosophy that brings diverse students, families, educators, and community members together to create schools and other institutions based on acceptance, belonging, and community. Inclusion recognizes that ALL STUDENTS are capable learners who benefit from a meaningful, challenging, and appropriate curriculum delivered within the gen. ed. classroom, and from differentiated instruction techniques that address their diverse and unique strengths, challenges and experiences” (Salend, p.7). I think one of the most important things that these teachers can do is to focus on their students’ strengths rather than their weaknesses. The teachers must create a positive learning environment for all students to be in. Without this, nothing can be accomplished and no needs can be met. Teachers must have positive attitudes towards all learners in order to promote positive learning within the classroom. b) Teachers can meet the educational needs of all their students by collaborating with “other gen ed. professionals, special ed. teachers/providers, family members, a representative of the school district who is knowledgeable about the gen. ed. curriculum and the availability of resources; an individual who can determine the instructional implications of evaluation results, other individuals selected at the discretion of the family or school district who have knowledge of special expertise regarding the child; and the student when appropriate”(Salend,p.46). By meeting with these team members, the committee can come up with a plan to help meet the needs of all of their students. IEP’s need to be developed and in place for students with disabilities so that teachers can efficiently instruct the child. Through the use of evaluation and assessments of all students, teachers will be able to know their students strengths and weaknesses. When planning instruction for students with disabilities, teachers must be aware of how specialized instruction will affect students in the class who do not have disabilities. Instructional methods need to be ones that allow for all children to succeed in the classroom. It is important that they evaluate the methods used to help the children with disabilities in order to ensure that they are not allowing the children to have more or less advantage over those children who do not have disabilities. Teachers also need to keep in mind that their classroom instruction needs to follow the principles of the LRE (least restrictive environment). By doing these things, teachers will be able to meet the needs of the widest range of students and will provide them with the most appropriate methods of instruction to help them succeed.
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- GO TO the “Perspectives & Resources” section. Read the “Objectives” and consider the first question before you click on Page 1— Universal Design for Learning (UDL). Read entire page, including the links to information about Universal Design for Learning (UDL). Also, listen (or read the transcripts) to David Rose, CAST founder; Chief Scientist, Cognition & Learning and Grace Meo, CAST Director of Professional Development & Outreach Services as they describe UDL.
- GO TO Page 2—UDL Principles - Read the entire page. Utilizing the class roll provided to you in class and one identified content area (language arts, mathematics, science or social studies), jot down at least five (5) examples per category of ways you can apply UDL in your lesson plans.
| Representation | Action and Expression | Engagement |
| Presenting information and course content in multiple formats so that all students can access it | Allowing students alternatives to express or demonstrate their learning | Stimulating students' interests and motivation for learning in a variety of ways |
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| Your Examples (5) | Your Examples (5) | Your Examples (5) |
| 1) Use a video to present information that goes along with the text information the class is reading.(visual) 2) Present the story the class is reading by assigning students different roles of characters in the story to act out as they read.(Kinesthetic) 3) Present objects for the class to manipulate that relate to the story as they read it. (Tactile learners) 4) Have children who listen to the story on tape. ( auditory) or use photostory. 5) Have students read the story with a peer, or one on one with the teacher. 6) Teach prereading skills by having students look at the cover of the book and the pictures to predict what will happen in the story before they read it. Also preteach some of the key vocab. Words they might find in the story. | 1) Have students make up a skit about what they learned in the story, or about their favorite part of the story. 2) Have the students dress up as one of their favorite characters in the story. Video tape each of them as you ask them why this was their favorite character in the story. 3) Have them write in their journals about what happened in the end of the story and draw a picture of it. 4) Have students work individually or in groups to write a rap or poem about the story they just read. 5) Give students the option of using the computer to type their journal entries if that is more comfortable for them. |
1) Have students read aloud the story with another peer. 2) Work one on one with students to help him/her read the story. 3) When the teacher reads the story aloud to the class, use puppets or a felt board with different felt creatures to represent different characters in the story. 4) When focusing on the characters of the story, have students draw a picture of what they think each character would look like before you show them the actual picture of the character in the book. 5) Say you read a book about animals, go to the nearest zoo or patting zoo with the class so they can actually see the animals in real life! ( Apply what students learn to real life situations.)
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- GO TO Page 3—Curriculuar Components. Read entire page. Consider the three basic principles of UDL (i.e., representation, action and expression, and engagement) and how to apply them to instruction. In order to successfully reach this goal, apply the UDL principles to the four main curricular components – learning goals, instructional materials, instructional methods and assessment.
- GO TO Page 4 – Goals. Complete the activity in the box at the bottom of the page. Check your response by clicking the link. Include your response in the chart below.
Given the traditionally stated goal below, help the teachers at Sycamore Middle School to a) identify potential barriers that might make it difficult for some students to achieve the goal and b) rewrite the goal so that it incorporates UDL principles. In this case, the intent of the project is for students to learn about a child's experience during the Holocaust and to present this information to the class.
Goal: The students will read the book The Diary of Anne Frank and give a five-minute oral presentation about the author's experiences.
B) I would rewrite this goal by saying that students will learn about Anne Frank’s experiences during the Holocaust, and they will present this information in any way to their classmates.
Include at least 4 barriers that might make it difficult for some students to achieve this goal in the table below.
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- GO TO Page 5—Instructional Materials. Read entire page. Click the link to listen (or read the transcript) of David Rose. According to Rose, “…What UDL does is say we need to build curricular and environments for learning that have enough flexibility to say the challenge can be varied. We're all going to do this same lesson but you're going do it in this way that is quite challenging, and another student will do it in a slightly different way that is the right challenge for them. Similarly, we're going to say we're going to get you supported before you begin this lesson so you're prepared to be at your best. We challenge both lowest and highest performing. We set challenges for everybody and supports wherever they're needed.” Complete the activity at the bottom of the page, then consider flexible materials (UDL) for students in your class.
· Consider three (3) materials you might use, listing at least one potential barrier for each.
| 3 Traditional Materials – Content Area | Potential Barriers |
| Ex - Textbook | Requires students to be able to see, decode words, process info. visually. |
| video | Requires students to see and hear, identify main points |
| Worksheets/handouts | Requires students to be able to see, read, write |
· List at least three possible universally designed materials or media that you can use and explain why each will more flexibly meet your students' needs.
| UDL Materials (3) | Rationale for Use |
| Digital text | Allows students to enhance text so they can see it better instead of just seeing it in a text format. |
| Graphic organizers/ video captions | Can help students follow along and understand the main concepts that might be featured in a video or in a book. Have outlines that go along with the video or book so students can follow the sequence of it. Have captions that go along with videos so those who are hard of hearing or speak a different language can read what the characters are saying in the film. |
| Websites | Allow students to explore more in depth the content that is being learned. Have students work with computer software that may go along with the book they are reading in class. Have student’s report aurally on the information instead of writing it. |
- GO TO Page 6—Instructional Methods. Read and consider the examples regarding selection of differentiated instructional methods.
After completing the activity at the bottom of the page, conduct a similar analysis with one of your ELA, Mathematics, or Middle School lesson plans. Check off boxes that apply and write comments. (Attach your lesson plan).
Liza Sosnowski McDaniel
Reading lesson: Three Little Pigs
Time: 25 min
Grade: Kindergarten
Standard K-1 The student will begin to read and comprehend a variety of literary texts in print and nonprint formats.
Indicators
K-1.1 Summarize the main idea and details from literary texts read aloud.
K-1.2 Use pictures and words to make predictions regarding a story read aloud.
K-1.5 Generate a retelling that identifies the characters and the setting in a story and relates the important events in sequential order.
K-1.8 Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts).
K-1.9 Recall the characteristics of fantasy.
K-1.10 Explain the cause of an event described in stories read aloud.
K-1.11 Read independently for pleasure.
Objective: After reading the story, The Three Little Pigs, the student will identify the main characters in the story and present them to the class.
Assessment: The student will present who they thought the main characters of the story was to the calss. The teacher will use a rubric or checklist to determine their understanding of the concept.
Materials:
Book: The Three Little Pigs
Computer
Markers/Crayons
Puppets
Felt board
Book on tape
Book in Braille
Procedure:
1) Whole Group:The teacher will activate prior knowledge by asking the students who remembers what book we read yesterday? What was the main character we learned about yesterday in the book we read? She will be looking for the students to answer that the main character was Red Riding Hood. She will hold up the book “Little Red Riding Hood,” that she read to them yesterday and will open up the page to show them the picture of her.
2) The teacher will engage the students by asking them if they have ever read the story of “The Three Little Pigs?” She will show them the cover of the book and will ask them questions about the cover such as : Who do you see on the cover? What are the characters doing on the cover? What do you think is going to happen in the book based on the cover? She will have a book in braille for the child who is visually impaired to use.
3) The teacher will do a picture walk with the students before reading it to them so that they can get an idea of who the main characters in the book might be, and they can make predictions of what might happen in the story.
4) The teacher will read the story to the students allowed and will use the puppets of the three little pigs to help her read the story.
5) The teacher will enunciate key words in the story that will help students identify main points in the story and main characters in the story.
6) The teacher will ask the students questions aloud throughout her reading to ensure their comprehension.
7) After the story is read, the teacher will tell the students that she wants them to tell who they thought was the main character of the story by presenting their answers in some way to the class.
8) Small groups/ Individual:The teacher will allow the students to work in groups or independently to come up with who they thought was the main characters of the story. She will give the students adequate time to figure out their answers and how to present it. She will play music softly in the background while they work.
9) The teacher will allow the students to either present their answers to the class by acting out the characters, writing down who they thought were the main characters, or drawing a picture of the main characters.
10) After the presentations, the teacher will review the story by using a felt board to retell the story to the class. She will identify the main characters through her use of the felt creatures.
11) The teacher will congratulate the students on a job well done. She will allow each of the students to pick a prize from her prize bucket.
Accommodations:
For students who find the lesson too simple, the teacher will instruct them to draw a picture that describes how they would choose to end the story if they could rewrite the story.
For students who are visually impaired, the teacher will have a braille book available for them. She will also have books with large text for them to look at, and she will invite them to sit up from when she reads the book to the class.
For students who find the lesson too difficult, the teacher will provide one on one help, or peer tutoring to help them develop their ideas of who the main characters of the story are.
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- GO TO Page 7: Assessment. Read the entire page and listen to (or read transcripts) to David Rose and Grace Meo. Identify at least three (3) traditional assessments and potential barriers they may present for your class. Then, list alternative assessments that address UDL principles listed below.
Reflect the learning goal
To effectively assess students’ learning, teachers must identify the knowledge or skill they want the students to learn (i.e., the learning goal). For example, Mrs. Chin, a fifth-grade social studies teacher at Sycamore Middle School, wants to measure her students’ knowledge of pilgrims. She is considering assigning an oral presentation about the subject; however, in order to effectively assess her students’ learning, she must first decide whether she is assessing oral presentation skills, knowledge of the early settlers, or both.
Allowing students to create a diorama about pilgrims is aligned with the learning goal.
Provide flexible opportunities to demonstrate knowledge or a skill
Because students have different learning needs or preferred learning styles and varied interests, their knowledge should be assessed using their preferred medium or method. This gets at their knowledge of the content instead of their knowledge of how to use a particular medium. For example, Mrs. Chin decides that the learning goal is to gain knowledge about pilgrims. Therefore, in order to assess her students’ learning, she allows them to demonstrate their knowledge in a variety of ways (e.g., oral presentation, diorama, video).
For some projects, students could be allowed to create a video to demonstrate their knowledge.
Allow for scaffolds and supports
Once they know the goal, teachers can provide scaffolds to eliminate or reduce barriers that are related to the assessment materials or media. For example, in Mrs. Chin’s class, one student who struggles with spelling would like to demonstrate her knowledge of pilgrims by writing a report. Mrs. Chin allows the student to use a word processor with a spellchecker to correctly spell the words in her paper.
Teachers may support students by allowing them to use assistive technology.
Be conducted in an ongoing manner
By using formative assessment, teachers can evaluate student understanding and progress on an ongoing basis. Doing so allows teachers to identify content that their students are having difficulty with as well as the factors that contribute to their struggle, allowing them to adjust their instruction as needed. One way to conduct formative assessments is to use embedded text, evaluations embedded in the materials with which students are working and that provide ongoing monitoring and feedback or allow self-reflection. For example, in some of the reading materials that Mrs. Chin uses with her students, questions such as “Why did the Pilgrims create the Mayflower Compact?” are embedded in the text. Keep in mind that even though teachers might engage in formative assessment, they still often give an assessment at the end of a chapter or unit (i.e., a summative assessment) to assess mastery of the content or skill.
| 3 Traditional Assessments | 3 Alternative Assessments to Consider for your Content Area |
| Worksheets- might be hard for students who have trouble comprehending and decoding text or writing. | Use a digital type of worksheet where students can be read the directions aloud, and have words read aloud to them by turning on the audio feature. Many software programs have digital worksheets that students can do. |
| Written book report- some students have trouble organizing their thoughts. | Have students dress up as their favorite character of the book and talk about it to the class. |
| Written comprehension test might be hard for those who struggle to read, write, or organize their thoughts. | Work in a small group with the children and ask them questions aloud about the book. Have them respond directly to your questions by verbally telling you their answers. Allow kids to use manipulatives, draw pictures or act out their answers to your questions. |
- GO TO Page 8: UDL in Practice. Read the page and complete the chart below as it pertains your content area. Include a minimum of 10 multisensory strategies you plan to use.
| Learning Style | 10 Examples - From Your Content Area |
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| 1)Printed or digital book 2)Use of puppets that represent the characters from the book 3)Watch a Video on the book. |
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| 4) Read the book aloud to students 5)Have students listen to the book on tape.
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| 6)Felt board for students to use cut outs of characters in the story to manipulate. 7)Center activity: Have students create their own houses out of the blocks in the block center like the houses created by the pigs in the story. Have someone act like the wolf and try and blow the house down. 8)Have students build houses out of a deck of cards and then try to blow them down.
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| 9)Retell the story by assigning students different parts of the story to actively portray. 10) Have students play a game of Charades in which they have to act out what happened in the story and the other students have to guess which part of the story or which character the child is trying to be.
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Visual Learners 
Auditory Learners 
Tactile Learners 
Kinesthetic Learners
- GO TO Page 9 – Implementation Issues. List three (3) potential implementation issues that you may face in your classroom.
| 3 Possible Implementation Issues – Your Content Area |
| 1. With my students, one of them is visually impaired and one is dyslexic. Therefore I may need to have use of an MP3 player as an assistive technology device for them to use when reading books in our class.
2. Some students may have trouble reading and decoding words and comprehending the books we read in class, so I may want to implement the use of graphic organizers to help them focus on the letters, words, and key phrases in the books we read.
3. All of the students are at different reading levels. Therefore, I will have to make accommodations for the books we read and find books for them to read that are challenging for them but help them achieve the our reading goals.
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- GO TO Pages 10 – References. From the list and from resources shared throughout the course, identify at least five resources that you plan to use in the future and explain your rationale for the selection.
| Differentiated Instruction Resources & Rationale for Use |
| 1. The IRIS Center for Training Enhancements. (2009). Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students. Retrieved on [month day, year,] from http://iris.peabody.vanderbilt.edu/udl/chalcycle.htm I will definitely use this cite because it is such a wonderful resource to help give me ideas on ways to differentiate instruction within my classroom. This cite truly has helped me understand how to implement differentiated instruction into my classroom.
2. CAST. (n.d.). Chapter 5: Using UDL to set clear goals. Retrieved on October 29, 2008, from http://www.cast.org/teachingeverystudent/ideas/tes/chapter5_3.cfm This is a great resource because it will help guide me in establishing appropriate goals for my students to reach in accordance with the state standards. I think that it helps me to stay focused on what goals I need to create for my students in order to reach the standards throughout the year.
3.I know I will definitely use our text book Creating Inclusive Classrooms by Spencer J. Salend. This book has provided me with tons of information and strategies to use within my classroom. It has been so helpful, and I know it will continue to be a great resource for me to refer to in the future.
4. http://nichcy.org/Pages/Home.aspx This is a great resource to refer to keep myself up to date with the laws, services provided to those with disabilities. This is definitely a resource that I will be able to recommend to the family members of my students.
5. http://www.asha.org/default.htm I know I will refer to this resource about hearing and speech disabilities because I know I am going to have students who struggle with these issues in my classroom. There are so many children who struggle with speech disorders. This will be a helpful resource for me to learn more about how I can help my students and their families learn strategies to help them succeed academically.
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- GO TO the Assessment and Wrap Up Portions of the Module.
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From the Assessment section, please respond to questions #1 and 2 below.
1. Briefly describe Universal Design for Learning. Make sure to include the three principles of UDL.
| The UDL is the way for teachers to meet the needs of all students in the classroom. UDL’s three principles are 1) Representational Principle in which teachers must present information in a variety of ways so that all students have the opportunity to comprehend it. Students learning styles differ, so it is important for the teacher to adhere to each of these styles through their methods of instruction.2) The Action and Expression Principle which requires that the teacher allow for students to present what they have learned in a variety of ways so that they can show to the best of their ability, that they understand the content they learn.3)The Engagement Principle is where the teacher provides students with a variety of ways to engage themselves in learning. Whether it be by acting out what they learned, or writing down what they learned, teacher constantly provide students with the opportunity to learn in a variety of fun and engaging ways!
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2. When they develop goals using the principles of UDL, what is the main thing that teachers need to keep in mind?
| Goals need to be developed in ways that ALL STUDENTS can reach them. Teachers must formulate goals in ways that cause the least amount of barriers for students to get over in order to accomplish the goals. Teachers need to allow for students to reach these goals by providing them with a variety of strategies to do so. Teachers must be flexible in the ways that students meet these goals.
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From the WRAP UP section, choose a learning style format at the bottom of the page to help you summarize what you have learned about UDL.
I learned the UDL allows for ALL STUDENTS to be engaged and interact in the learning process. Through the use of UDL, teachers are able to acknowledge their students strengths and are able to use this information to format lessons that will harp on each of their strengths and allow them to reach Goals that are set. Each student has the ability to learn. I have learned that the most important thing you can do as a teacher is to focus on a child’s strengths, welcome diversity, and be a good role model to students by having a positive attitude.
Outstanding inclusiong guide, Liza! A valuable resource for you as you enter the classroom. 50/50 points
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